Kuidas ja kes õpetab õpetajaid? Kuni kõrgkoolini on vist olukord enam-vähem arusaadav, st õpetajal võiks olla erialane pedagoogiline kõrgharidus. Kõrgkoolis ja rakenduskõrgkoolis on olukord veidi hägusem. Peamise kriteeriumina tundub olevad esikohal doktorikraad ja erialateadmised ning sellele järgneb pedagoogikaga seonduv. Rakenduskõrgkoolis on veel keerukam, sest doktorikraadi nõue on seotud ametikohaga ning suur hulk õppejõude on tublid oma eriala spetsialistid, kel ei pruugi suurt teadmist pedagoogikast olla. Nii võibki juhtuda, et teadmised pedagoogikast ehk see lüli, mille kaudu võiks teadmised omandajani jõuda, on tagasihoidlik või ideatsiooniline. Sestap see lugu siin oma koha leidiski.
Postmodern education becomes more diverse, consumerist, fragmented, domain-specific and media-saturated and allows individuals much more freedom of choice. In these circumstances teachers are expected to be highly competent professionals, able to decide multitask problems in pedagogical issues, curriculum, leadership, etc.
Our comparative investigation shows that in European countries, and particularly in Denmark contemporary management of teacher education has been evolving as a system of administrative regulations based on democratic and self-governing principles.
Hoolimata arvamuste pluralismist, on siiski mingid konsensus:
Although differences of opinions among scholars still exist, there appears to be some agreement that educational management has three-dimensional subspaces that refer to the following: a) techniques to organize school work (often called as school leadership), b) tools of any educational institution control; c) general provision of administration and supremacy in the country’s education system (Roliak et al., 2020).
Taani liigub omas tempos ja omapäi:
Our research reveals that in the field of teacher professional training, Denmark goes its own way and has its own management strategies. In the new millennium we distinguish two peculiar features of Danish teacher education: 1) Denmark is the only Nordic country that has a dual system of tertiary pedagogic education; 2) this country has well-built coordination of a broad non-formal component with formal constituents (Roliak, 2020).
Kõik ei ole roosiline:
The recent comparative study of teacher education in Nordic countries indicates that young people in Denmark perceive teacher education as having a low level of prestige (OECD, 2020).
The most interesting finding is that the term “educational management” is used in much wider meaning than “management of education”.
Kiitus Taani süsteemile:
Our investigation proves that postmodern Denmark is constructing a highly efficient management of teacher education system where its structure, and democratic principles correspond to the major goals – to fulfill the society’s demands to educate high-quality pedagogic specialists, and to give the right for everybody in the knowledge-based society to acquire competences to meet the needs of the contemporary labor market.
Roliak, A., Matiienko, O., Manzhos, E., Shamanska, O., & Burlaka, N. (2021). MANAGEMENT OF TEACHER EDUCATION: DANISH DEMOCRATIC DISCOURSE IN POSTMODERN ERA. Independent Journal of Management & Production, 12(6), S463-S476